1. IES Research Conference 2009 Selections from “Reducing the Complexities of Reading Comprehension: A Simplifying Framework” Charles Perfetti Original presentation can be found here: http://ies.ed.gov/director/conferences/09ies_conference/ppt/perfetti.ppt

2. IES Research Conference 2009 What do we mean by “comprehension”? Comprehension is defined as “intentional thinking during which meaning is constructed through interactions between text and reader” (Harris &Hodges, 1995). Thus, readers derive meaning from text when they engage in intentional, problem solving thinking processes. ---National Reading Panel 2000

3. IES Research Conference 2009 A definition that includes the text Reading comprehension “the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. It consists of three elements: the reader, the text, and the activity or purpose for reading.” ---p.viii, Report of Rand Reading Study Group, 2002.

4. IES Research Conference 2009 Rand Ready Study Group Report (2002) A heuristic for thinking about reading comprehension

5. IES Research Conference 2009 What about spoken language? 1. Correlations of spoken and written language increase with educational levels approaching.9 in adult sample 2. Spoken language is the source of much of the relevant knowledge

6. IES Research Conference 2009 Variability in Word Exposure Words heard per hour Words heard per week Words heard per year 4 years Welfare61662,0003 million13 million Working Class 1,251125,0006 million26 million Professional2,153215,00011 million45 million Hart, B., & Risley, R. T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.

7. Mental model Word 1 Each word is fit into mental models (multiple structures) to the extent possible Text messages are understood (and mental models are built) word by word

8. Mental model Word 2 Each word is fit into mental models (multiple structures) to the extent possible Text messages are understood (and mental models are built) word by word

9. Mental model Word 3 Each word is fit into mental models (multiple structures) to the extent possible Text messages are understood (and mental models are built) word by word

10. Mental model Word 4 Each word is fit into mental models (multiple structures) to the extent possible Text messages are understood (and mental models are built) word by word

11. IES Research Conference 2009 Comprehension Processes: Strategies 1. Making connections 2. Questioning 3. Visualizing 4. Inferring 5. Determining importance 6. Synthesizing 7. Monitoring 8. Metacognition 9. Answering questions 10. Recognizing story structure 11. Summarizing

12. Word knowledge Conceptual knowledge Linguistic Knowledge Text knowledge Attention The Simplified Knowledge Framework of Reading Comprehension text

13. IES Research Conference 2009 The Central Comprehension Strategy “active engagement with a text with the intention of understanding”

14. IES Research Conference 2009 Engagement vs Mindless Reading Engagement: The reader is motivated to understand the text and seeks to do so.

15. IES Research Conference 2009 Attention So the framework needs attention and control; otherwise the cognitive part does not work Comprehension monitoring is the central strategy for controlling attention